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Intermediate School District 917

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Inferences

Inferences

Making Inferences, Overview

Sources include: It says, I say, and so; ASCD

What should I use it for?

  • Teaching students to make inferences: conclusions reached on the basis of evidence and reasoning.

What does it look like?

It Says, I Say, and So

Inferencing Guide (A scaled up version for older students)

How do I use it?

Don’t assume these steps are self-explanatory. Explain and model each one thoroughly, making sure to think aloud as you work your way through sample texts. Continue modeling the process until students are clear about how to make inferences and complete their organizers independently.

  1. Explain to students what an inference is:

    • Information from Text + Outside Knowledge = Inference

  2. Make students aware that, though they may be unfamiliar with the word “inference” or confused about how to make inferences while they are reading, it’s something they do naturally. Work through some real life examples:

    • Several firetrucks speed past you with their lights and sirens on. What can you infer? Why?

    • Your lab partner mentions they are not feeling well. The next day, they aren’t at school. What can you infer? Why?

    • You see your friend watching their ex talking to someone very attractive. 5 minutes later, your friend mentions that they have a stomachache. What can you infer? Why?

    • For littles, here are some more situations and games to extend this conversation.

  1. Teach students that they can help themselves find main ideas by following three simple steps:

  • What does the text say?

  • What do I already know about this?

  • What conclusions can I draw by combining these two things?

  1. Model asking working through a text and asking these three questions. Record your ideas in the appropriate graphic organizer. Encourage students to chime in and help you as you work.

After the first time

  1. Instead of modeling (step 4), give students opportunities to practice and get feedback with similarly complex passages—as a class, in groups, and then on their own.

  1. Move beyond basic printed texts. Practice making inferences with different types of sources (e.g., video clips, data tables, slide shows, texts that have been read aloud).

  1. Once students are aware of the inferences they are making, teach students to evaluate the quality of their inferences using the following questions:

    1. What is my inference?

    2. What information did I use to make this inference?

    3. How good was my thinking?

    4. Do I need to change my thinking?

Questions are from ASCD.org. A full guide to using them can be found here.